Navigating Challenges in Implementing Constructivist Grounded Theory in Educational Research: A Constructivist Grounded Theory Systematic Review Approach

Abstract

This systematic review (SR) takes a Constructivist Grounded Theory (CGT) turn by modifying the conventional review to mimic the CGT research process–CGT-SR. With the flexibility embedded in CGT, this SR utilises the CGT data collection and analysis process to review the literature. By using initial and focused coding, together with Constant Comparison Analysis (CCA), this review allows the reviewer's subjectivity to be incorporated into the process through a controlled measure. While the debate over reductionism in education is ongoing, quantitative studies with empirical data and the ability to generalise through a positivist lens still dominate the field. Combining the SR with CGT also demonstrates the possibility of conducting a literature review using the GT methodology without compromising the core purposes of doing an SR. This CGT-SR aims to identify the challenges of implementing CGT in educational research by showcasing its potential as a review methodology. After an initial literature review in the ProQuest database, n = 64 articles were identified; upon further inspection, the coding process began with the first article. Theoretical saturation was achieved after coding n = 14 articles. The final constructed synthesis included Primary Challenges (Methodological Trade-offs & Cogency) and Secondary Challenges (Structural Favouritism of Quantitative Measures, Compromises, and Countermeasures). This review also highlights the potential of using CGT as a systematic review framework.